Gender role portrayal in children’s media, especially in animated films, have been studied considerably to understand its possible effects on children’s perceptions of gender. Previous studies have shown that characters in these films are usually depicted in traditional and sometimes negative representations of gender roles. However, while Western children’s animations have been frequently discussed, little research has been done on gender role portrayal in Studio Ghibli films, despite their popularity both in Japan and internationally. To address this gap in research, the current study analyzed the behaviors of male and female protagonists from five Studio Ghibli films (e.g., Castle in the Sky, Spirited Away). The study used a coded content analysis method first developed by England, Descartes, and Collier-Meek in a 2011 study on gender role portrayal in Disney princess movies. During the research process, the frequency of gendered characteristics exhibited by the male and female protagonists of each film was tracked and recorded. Results indicated that while male protagonists exhibited more traditionally masculine characteristics, female protagonists portrayed close to equal levels of masculine and feminine characteristics, suggesting that they were more androgynous than their male counterparts. Examination of the protagonists’ most frequently exhibited characteristics as well as their rescuing actions also supported this conclusion. These findings add to the existing discussion on gender portrayal in children’s media and to the limited research on Studio Ghibli films in hopes of providing the groundwork for future exploration.
Throughout the History of the United States, multiracial identity has been a neglected notion; An unrecognized option for individuals. In hand with the growing minority population, interracial or mixed-race persons are the fastest-growing demographic within the United States. Existing research on multiracial identity formation is not only outdated but predominantly focuses on Black and White racial mixing, evidently lacking the incorporations of other multi-ethnic cultures and pairings; The majority of which include overlooked minority groups. Moreover, current research principally fixates on children, neglecting adolescent populations. With adolescents frequenting the peak conflicting identity formation stages, current research elucidates that adolescents beg the most attention within this research community. The following study investigates the identity development of multiracial adolescents and their numerous environmental factors – focusing primarily on the impressions of multiracial parenting and educational institutions. This study utilizes phenomenological research strategies to form a multifaceted questionnaire with questions regarding perceptions of self, parenting/family atmospheres, and school environments. The questionnaire would be developed with a combination of previously used attitude identifier scales, predominantly focusing on popularized Poston’s BIDM (Biracial Identity Development Model). In the assessment of 31 questionnaire responses, research would suggest that the survey participants exhibit high identity development indicators, which would reflect the results of positive parenting styles and an inclusive educational atmosphere. With the results at hand, this study provides a converse result of parental and educational factors and serves as a strong affirmatory measure to encourage the multiracial research community to enhance the literature within the community.
Social media activism—posting or reposting ideas, images, or words surrounding different social movements—has swelled in recent years with the growth of the internet. Teenagers have begun using their social media accounts to share their opinions and current events related to issues they deem important. This study had two main aims: to assess factors that influenced high school-aged teenagers’ motivation to post activist content on Instagram, and then to explore how those factors differed between genders. A survey was distributed to students at a midsize high school in Washington state that collected participants’ (n=114) demographic information, willingness to post activist content, and motivation levels to post about five popular issues. Results were analyzed by identifying key themes in qualitative responses and categorizing them using the preexisting Scale of Motives for Using Social Networking Sites (SMU-SNS). It was found that nonbinary and particularly female teenagers were more likely to post activist content than male teenagers. Participants indicated that relation to personal identity, personal/public knowledge on the issue, and perceived severity/importance of the issue were main reasons for posting activist content. Further analysis showed these themes fell under the SMU-SNS categories of Social Connectedness, Information, and Self-expression. These conclusions have great significance for public health organizations and social justice movements looking for teenagers willing to engage in this form of advocacy, suggesting they should tailor activist content for Instagram Stories and that they need to look for alternative ways to get male teenagers involved.
Over the past decade, Asian Americans (AA) were the fastest growing racial group in the U.S. Though numerous studies have identified factors, such as diet, language, and discrimination, as relevant players in the acculturation and identity formation processes of AA, few focus on the perspectives of AA youth, especially within the high school setting. The present study aims to investigate how Asian American high school students’ dietary habits are related to their perception of their bicultural identity. Moreover, it seeks to identify what culture-related challenges AA students face and potential supportive strategies for schools. Using a qualitative, phenomenological approach, 10 AA students were surveyed and interviewed at a suburban public high school in the Pacific Northwest region of the U.S. Through content analysis of the survey and interview data, a few themes emerged in the following categories: a) Dietary habits and bicultural identity, b) Challenges with bicultural identity, and c) Suggestions for schools. Results suggest a strong correlation between dietary habits and perceptions about their bicultural identity. Confusion about cultural identity and negative racial comments or stereotypes were among the challenges, internal and external, identified. In addition to existing factors that contribute to AA students’ sense of cultural belonging at school, like cultural clubs, potential suggestions for schools include greater AAPI representation in the curriculum, faculty, and food offered. Implications include the implementation of the suggestions at schools and future research on AA identity, cultural challenges, and diversity efforts inside and outside of school.
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